Running head: THE GENIUS PROJECT 1

The Genius Project:

Incorporating a Smart Context Model of Gifted Education into

the Average Classroom

Camille McRae

University of British Columbia

EPSE 565 D
THE GENIUS PROJECT 2

Abstract

This paper examines the notion of giftedness for the purpose of developing a model of gifted

education that promotes inclusive education. Using the Inquiry Based Learning approach, the

author explores theories of intelligence to develop a unit plan that strives to incorporate the

smart context model of gifted education. Rooted in theory, The Genius Project is a multi-term

unit plan that promotes differentiated instruction, opportunities for advanced differentiation,

and the creation of a safe, inclusive, classroom community for students. Modelled on the new

BC curriculum for Grade 5 Language Arts, Career Education, and Art Education, The Genius

Project is intended to demonstrate that any teacher can incorporate aspects of smart context

education into their classroom, and promote high achievement from all students by scaffolding

instruction and setting goals based on student needs and abilities.

Keywords: gifted education, smart context, inclusion

THE GENIUS PROJECT 3

Rationale

Introduction

I am a public school teacher with five years of post-degree experience. After graduating

with my Bachelor of Education, I worked at a Canadian International School in Hong Kong as a

Beginner ESL teacher for two years, gaining my first real experiences teaching students in the

margins. It was at this time that I began to realize the importance of differentiating instruction

to meet the needs of the students who have learning challenges, and developed an interest in

working in Special Education. I had not, however, given much thought to the students on the

other end of the spectrum of ability, those we identify as gifted.

Giftedness as we know it

Upon first considering the notion of giftedness, I believed that it was a label designed

for people with exceptional abilities in particular areas; a permanent classification for those

who are or are not exceptional. However, upon further exploration of the concept, I was

surprised to find myself changing my mind. The identification paradigm of giftedness is rooted

in the belief that intelligence is measurable through testing, such as the IQ test (Borland, 2005).

While there is certainly a place for standardized assessments in education, my belief is that they

should not be used to label students as gifted, or, perhaps more importantly, not gifted.

The tests and recommendations required for a gifted designation, in the context of the

BC Ministry of Education, are recommended to be administered at a very early age, and thus

disqualify many students who may otherwise be good candidates for enrichment programs (BC
THE GENIUS PROJECT 4

Ministry of Education, 2016). Furthermore, it is important to recognize that the model for gifted

identification presents social justice concerns. Certain factors that contribute to a gifted

designation are affected by socio-economic status, place of birth, family, culture, systematic

racism, and the eurocentric nature of the ideology, which excludes Aboriginal groups (G. Peters,

personal communication, June 16, 2016).

Once a student is identified as gifted, there are also social emotional concerns to

consider. As discussed in the article Suicide prompts call for changes; Coroner, oftentimes

individuals who self-identify as gifted experience significant anxiety because of the pressure to

perform academically (Harnett, 2013). This article describes the tragic suicide of a student in an

accelerated program who was not granted an extension for her project, and brings to light the

mental health challenges of gifted individuals.

Rosemary Burd (2016), a former gifted education consultant, gifted program educator,

and MA in High Ability Studies, has suggested that gifted programming may not be providing

meaningful challenges for students. In her experience, gifted programming often focusses too

heavily on skills that students have already mastered, on acceleration in subject material, and

on familiar tasks and frameworks (Burd, 2016). As such, gifted students are not challenged to

take risks in their learning, learn material in greater depth, or explore novel ideas and projects

independently; additionally, this may be because some gifted individuals have a fixed mindset

due to the fact that they have always been praised for being smart, thus they have a fear of

making mistakes (Burd, 2016). Burd (2016) also makes a strong case for providing equal
THE GENIUS PROJECT 5

opportunities for the invisible students, who may have great potential for achievement, but

do not present as classically gifted simply because of their quiet or shy personalities.

When we consider the complex and problematic nature of giftedness, the increasing

push towards inclusive education, and the fact that giftedness it is not a true marker of

eminence (Borland, 2005), it begs the question: What is the benefit of identifying individuals as

gifted? Instead of gate-keeping enrichment programs through potentially unjust and inaccurate

testing measures, we ought to strive, as educators, to provide gifted education for all students

by adopting the creation paradigm of giftedness, through smart context practices.

My process

Upon redefining giftedness through the creation paradigm1, I felt a need to envision a

meaningful way of synthesizing everything I had learned to incorporate theory into practice. I

also wanted to improve my teaching practice, and gain experience unit planning with the new

curriculum. I was interested in the model of inquiry based learning (IBL), but I did not have good

understanding of how to implement it effectively. As such, I decided to explore different

models of student-centred learning activities to make an informed decision about which to try

in my own classroom. Upon exploring IBL, project based learning (PjBL), problem based learning

(PbBL), and case based learning (CBL), I realized that I, myself, was beginning to engage in an

inquiry based learning activity, because I was on a path to creating evidence-based knowledge,

based on an authentic question (Hmelo-Silver, Duncun & Chinn, 2007). In order to better

1
The belief that all individuals have to potential for giftedness, when provided with the necessary
affordances and instructional practices (Lo, 2016)
THE GENIUS PROJECT 6

understand the process, I used the Inquiry-Based Learning model to frame my exploration of

how to shift gifted education so that it can be inclusive of all students. Beginning with the KWL

learning process as a guide, I set some basic intentions for improving my practice: fostering self-

regulation in my students, creating a safe classroom community, teaching students how to self-

identify strengths and weaknesses, and encouraging students to set meaningful goals for

improvement. I also questioned many of the challenges of IBL. For example, the effectivity of

providing students with so much choice and independence, planning for differentiated

instruction for each student, time management of a unit that is guided by student inquiry,

ensuring fair participation among group members in a collaborative setting, and planning for

assessment without knowing the format of the final assignment from the beginning (Kirschner,

Sweller & Clark, 2006).

Making a theoretical shift

The notion of smart context was first introduced to me during a lecture on cultivating

gifted behaviour (Lo, 2016). I was inspired by schools that achieve this model through providing

opportunities, generating participation and flexibility, a rich environment, reflective teaching

practices, tacit learning, and real-world relevance (Lo, 2016). Initially I believed smart context

was an idealized model for education that could only be achieved with consensus among all

staff and administration, ample planning, and with affordances such as a new facility, or a

private school budget. Being a public school teacher myself, and not knowing where, or with

whom, I would be working, I felt a need to develop a practical way of incorporating smart
THE GENIUS PROJECT 7

context into the average classroom, even for a teacher such as myself, who has little experience

with the unit planning, or the new BC curriculum.

Smart context education puts the creation paradigm into practice by suggesting that

with effective planning and instruction, or rather gifted education, any student can and

should have opportunities to develop gifted behaviour (Borland, 2005). In order to foster smart

context in my own class and confront some of the challenges of IBL, I developed a

comprehensive unit plan that will weave throughout the climate of my classroom from

September until June. The Genius Project is designed to promote creative thinking, self-

regulated learning, and teach learning outcomes from the new BC curriculum in Language Arts,

Career Education, and Arts Education2, while providing opportunities for advanced

differentiation for all of my students, including those in the margins standardized ability.

2
Grade 5:
https://curriculum.gov.bc.ca/curriculum/search?type%5B%5D=big_idea&type%5B%5D=concept_content
&type%5B%5D=curricular_competency&field_subject_range_value%5B%5D=English+Language+Arts&fi
eld_subject_range_value%5B%5D=Arts+Education&field_subject_range_value%5B%5D=Career+Educat
ion&field_grade_range_value%5B%5D=5&keys=
THE GENIUS PROJECT 8

The Unit

Putting it into practice

Upon reflecting on the variations of student-centred learning models, I decided to use

project based learning (PjBL) to frame The Genius Project. I felt that PjBL incorporated the

learning processes that best met the intentions I set for my practice by incorporating theory,

practice, and skills, while allowing my role to be flexible yet controlled as the coach and

instructor (Savery, 2006). I also felt that as a fairly new career teacher, the PjBL model would

provide more structure for my planning and assessment process, while still providing me with

lots of opportunity to scaffold instruction, and ensure that my unit didnt become minimally

guided and thus ineffective (Hmelo-Silver et al., 2007).

In order to confront the challenge of time management, I designed the unit to take

place over the course of the whole year. In the first term I will provide lots of structure and

scaffold the process with timelines and direct instruction so students can achieve the

curriculum outcomes in the Understand, Know, Do model to address the Big Ideas, Core

Competencies, and Curricular Competencies and Content of the BC Ministry of Education

Curriculum (2016). The first step will be to build understanding by providing background theory

and information, and set a purpose for their learning. The second phase will be about knowing

the necessary the skills necessary to put their understanding into practice. The final phase will

be when the students use their skills and understanding to do research, writing, and a final

project for assessment. In the first term, students will have explicit Genius Time to work on

these projects, and well as lessons built into the shape of the day. However, in the second and
THE GENIUS PROJECT 9

third terms of the school year, students will practice their self-regulation skills and follow the

model they have already been taught, by embarking on more self-directed projects. These will

be worked on when they have completed other work (as an opportunity for high ability

students to make good use of their additional work time) and during less-occasional Genius

Time periods, where all students will be expected to work on their projects.

To ensure fair participation among group members in a collaborative setting, the first

term Genius Project will be independent, with the collaborative activities taking place during

the understand and know portions of the unit. This model will also allow for fair

assessment, and will help provide clear guidelines for assessment, because the rubrics will be

available from the beginning so that students have clear guidelines and expectations, which will

make the experience for effective and meaningful (Kirschner et al., 2006).

Setting the Stage

The first stage of the unit involves creating a safe space for students to become

comfortable taking risks in their learning, and working collaboratively3. This will be achieved by

creating a safe classroom climate through social-emotional, social responsibility, and self-

regulated learning activities4. In my experience, students must feel safe and have clear

behaviour expectations, to be able to be successful academically. Students must also be

motivated to learn and achieve, a concept that I will address by teaching the fixed and growth

mindset concepts.5 Finally, students will be challenged to explore the notion of intelligence, by

3
For full lesson details, resources, curriculum connections, and unit overview see appendix
4
ZONES of regulation, TRIBES, The Virtues Project
5
http://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en
THE GENIUS PROJECT 10

considering the lives of eminent people, the relationship between success in school and

intelligence, and if there are other ways to be smart6.

Building the skills

In the next stage, students will explore Multiple Intelligence (MI) theory through

interactive games and activities7. This is a very important component for the unit because

teaching using the MI model can increase students confidence and enthusiasm for learning,

[and] it can also improve their academic achievement and change teachers perceptions of their

students learning abilities (Fierros, 2004, p.2) which is particularly important for our students

with learning challenges, or students who may not have opportunities to feel intelligent in a

traditional classroom context. Upon discovering how they are smart, students will practice goal

setting as part of the career education curriculum outcomes, as well as to promote the growth

mindset mentality. During this phase, students will also be introduced to PjBL, in order to

increase feelings of ownership and enthusiasm for the final project8.

Putting it all together

The final stage of the first term is where students begin to use their skills and

understanding to start working on their projects. The projects will be on the topic of a person of

eminence, however the student chooses to envision it. First, students will have to choose a

6
https://www.youtube.com/watch?v=No4cNWFn6pk
7
http://www.discoveryeducation.com/teachers/free-lesson-plans/multiple-intelligences.cfm,
http://www.scholastic.com/teachers/article/clip-save-checklist-learning-activities-connect-multiple-
intelligences
https://printables.scholastic.com/shop/prcontent/Multiple-Intellgence-
Questionnaire/9780439590204-001
8
https://www.youtube.com/watch?v=dFySmS9_y_0
https://www.youtube.com/watch?v=OdYev6MXTOA
THE GENIUS PROJECT 11

person, and justify, using their knowledge and understanding of intelligence, why they are a

good subject. Students will conduct research9, learn writing skills10, and create projects based

on a multiple intelligence area of strength or weakness (referred to as a stretch to promote

positivity for students). This idea was inspired by Rosemary Burds (2016) discussion of the

MACC gifted programs culminating activity called A Night of Eminence, wherein students

choose a person of eminence, and dress up and act as that person for the evening. Burd (2016)

explained how she expanded on the project by insisting that students include a visual portrait

component for the project. I imagined these two wonderful project ideas, and thought about

how they touched so well on the linguistic, bodily-kinesthetic, and visual-spatial intelligences;

which made me wonder: If students had been given even more options, along with the

appropriate background information, would they be able to come up with even more creative

ways of demonstrating their knowledge and developing their MI areas?

This project will culminate with presentations of student work, and be followed by an

invitation for students to use the same model of research, writing, and project presentation

with a new topic of their choosing. The reinvention of the Genius Project will give students, now

armed with the skills and concepts needed for self-directed learning, a chance to practice a

more IBL model for their next assignment, because it will be more student driven. Of course,

the whole process will still be scaffolded by teacher mentorship every step of the way,

depending on students needs (Hmelo-Silver et al., 2007).

9
Writing A-Z Informational texts levelled lessons
10
Writing Skills: Diana Hanbury King
THE GENIUS PROJECT 12

Reflection

The process of envisioning and developing The Genius Project stretched me as a teacher

and as a student. I learned about many new theories of education, such as mindset, student-

centred learning,and the creation paradigm of giftedness. I also challenged myself to

incorporate theory into practice in a way that was meaningful to me, by exploring and unit

planning with the new BC curriculum. Most importantly however, I made great strides in my

professional development goals of becoming a better teacher for inclusion, by, for the first

time, considering and planning for the needs of my highly able learners.
THE GENIUS PROJECT 13

References

Borland, J. H. (2005). Gifted education without gifted children: The case for no conception of
giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed.,
pp. 119). New York, NY: Cambridge University Press.

Burd, R. A. (2016, May 16). Seeing Possibilities: Envisioning Gifted Education. Lecture presented
at EPSE 565 D in UBC, Vancouver.

Canada, BC Ministry of Education, Special Education Services. (2016, April). (pp. 53-55).
Retrieved June 20, 2016, from
https://www.bced.gov.bc.ca/specialed/special_ed_policy_manual.pdf#page=61

Fierros, E. G. (2004). How multiple intelligences theory can guide teachers practices: Ensuring
success for students with disabilities. Denver, CO: National Institute for Urban School
Improvement.

Harnett, C. E. (2013, May 04). Suicide prompts call for changes; coroner. Times - Colonist
Retrieved from
http://ezproxy.library.ubc.ca/login?url=http://search.proquest.com/docview/13485472
87?accountid=14656

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in
problem-based and inquiry learning: A response to Kirschner, Sweller, and, Clark.
Educational Psychologist, 42(2), 99-107. doi:10.1080/00461520701263368

Kirschner, P. A., Sweller, J., Clark, R. E. (2006). Why minimal guidance during instruction does
not work: An analysis of the failure of constructivist, discovery, problem-based,
experiential, and inquiry-based teaching, Educational Psychologist, 41(2), 75-86.
doi:10.1207/s15326985ep4102_1

Lo, O. (2016, May 24). Smart Context (Part I): Addressing Learners. Lecture presented at
EPSE 565 D in UBC, Vancouver.

Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions.

Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-20. doi:10.7771/1541-5015-
1002
THE GENIUS PROJECT 14

Appendix

Resources

Curriculum Documents (planning)

https://curriculum.gov.bc.ca/curriculum/search?type%5B%5D=big_idea&type%5B%5D=
concept_content&type%5B%5D=curricular_competency&field_subject_range_value%5
B%5D=English+Language+Arts&field_subject_range_value%5B%5D=Arts+Education&fiel
d_subject_range_value%5B%5D=Career+Education&field_grade_range_value%5B%5D=
5&keys=
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/CommunicationComp
etencyProfiles.pdf
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/CreativeThinkingCom
petencyProfiles.pdf
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/CriticalThinkingCompe
tencyProfiles.pdf
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/PPCICompetencyProfil
es.pdf
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/PersonalAwarenessRe
sponsibilityCompetencyProfiles.pdf
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/SocialResponsibilityCo
mpetencyProfiles.pdf
https://curriculum.gov.bc.ca/contributed-resources
Epic I Chart (assessment)
https://docs.google.com/document/d/13FDX8CLBLINnWJVhPFQgkJl-t-
aR4hqMnu79zFlJ3uw/edit?pref=2&pli=1
Writing Resources (teaching and assessment)
Writing Skills: Diana Hanbury King
Writing A-Z Informational texts levelled lessons
Multiple Intelligences (teaching)
http://www.discoveryeducation.com/teachers/free-lesson-plans/multiple-
intelligences.cfm
http://www.scholastic.com/teachers/article/clip-save-checklist-learning-activities-
connect-multiple-intelligences
https://printables.scholastic.com/shop/prcontent/Multiple-Intellgence-
Questionnaire/9780439590204-001
http://www.mysuperbrain.com/panorama
THE GENIUS PROJECT 15

Interactive Unit Plan Guide

http://prezi.com/xl5_4gjf41zv/?utm_campaign=share&utm_medium=copy&rc=ex0share

KWL(S) Chart to guide IBL process

K W
L
S
What do I know? What do I want to What did I learn? What do I still
know? want to learn?

Students have a How to incorporate How to write a unit How to teach self-
great potential for smart context plan using a clear regulation
eminence, but this is immediately if I'm template
hired as a teacher How to accurately
not necessarily How to use some assess projects when
next year?
demonstrated by new technologies so I all students have
traditional academic How to ditch the can model them to different
assessment. label gifted while my students (Prezi, expectations for
honouring the Easybib) them, how to assess
There is a problem opportunity to art
extend? How to confront
with the
some of the
identification How to differentiate challenges of IBL
paradigm of instruction with little
giftedness. experience with How to plan for
curriculum? differentiation
I subscribe to
How can I cultivate Offer opportunities
Gardners theory of for all students to be
gifted behavior?
Multiple successful
Intelligences, and I How can I move
believe it can have beyond acceleration How to keep
as a means for students on task in a
great positive
enhanced gifted meaningful way
influences on
instruction? Schedule time for
students sense of
self worth. What can advanced working on projects
differentiation look also offer it as an
Students may not like in my class? (i.e extension activity
benefit from Rosemary) when students are
minimally guided finished assigned
THE GENIUS PROJECT 16

learner centered Who are the work

approaches to invisible children
instruction. (i.e. and how can we
provide them with
Kirschner article)
opportunities to be
Gifted education gifted while
honouring their
ought to teach
potentially
children to be risk introverted
takers with their personalities?
learning.
How can I teach
I want to make kids children about fixed
comfortable being and growth
uncomfortable with mindsets? How can I
promote a growth
new learning.
mindset within all my
Explicit teaching and students?
transparency are
good things.

I do not have to
reinvent the wheel
anymore: To be a
good teacher, you
need to make good
use of your time, use
resources if they are
available.
 THE GENIUS PROJECT 17

Assessment Planning Tool

The Genius Project Inquiry Planning Framework

Subject: Language Arts Grade: 5 School: TBA

What Curriculum Will Be Addressed? How Are You Monitoring Student Progress?

Using language in creative and Summative:

Understand playful ways helps us -How will students demonstrate their
Big Ideas understand how language understanding of the Big Idea?
works -What evidence will we look for?
Language and text can be a Creative component of final project
source of creativity and joy (poem, play, etc.)
Texts are created for different Writing assignment on chosen Genius
purposes and audiences
Elaborations:
oral, written, visual, or digital
communication
oral texts include speeches,
poems, plays, and oral stories
written texts include novels,
articles, and short stories
visual texts include posters,
photographs, and other images
digital texts include electronic
forms of all the above
oral, written, and visual
elements can be combined
(e.g., in dramatic
presentations, graphic novels,
films, web pages,
advertisements)

Access and integrate Formative Learning Formative Assessments:

Do Curricular information and ideas from a Engagements: -How will you evaluate
Competencies variety of sources and from -What are some student learning?
and Content prior knowledge to build learning experiences How will students share
understanding you wish to include in
their understanding to
Elaborations: personal stories and this unit? receive feedback, revise
experiences and improve?
Comprehend and Research strategies
connect Note taking
Use writing and design skills Writing rubrics
processes to plan, develop, Skimming Writing checklists
and create texts for a variety of and scanning Editing checklists
THE GENIUS PROJECT 18

purposes and audiences skills Writing workshops

Elaborations: involves planning, Using a Peer editing and feedback
drafting, and editing compositions graphic Stages of the writing
in a range of forms (e.g., opinion organizer process
pieces, poetry, short stories, Writing lessons Revision
narrative, slams, spoken word, Simple
story boards and comic strips, sentences
masks, and multimedia and Complex
multimodal forms) sentences
Create and Basic
communicate paragraphs
Use language in creative and Expanded
playful ways to develop style paragraphs
Elaborations: refers to taking risks Essays
in trying out new word choices and
formats, and playing with words,
structures, and ideas
Create and
communicate
Communicate in print, using letters and
words and applying basic conventions of
English spelling, grammar, and
punctuation
Elaborations: involves using legible
handwriting or a keyboard to
convey texts

Language features, structures,

Know Core and conventions:
Competencies o features of oral
language, effective
paragraphing,
sentence structure
and grammar,
conventions

o Elaborations: developing of
paragraphs that have a topic
sentence and supporting details
o Elaborations: parts of speech; past,
present, and future tenses; and
subject-verb agreement
o Elaborations: common practices in
punctuation (e.g., the comma in
lists, quotation marks for dialogue,
the apostrophe in contractions); in
 THE GENIUS PROJECT 19

capitalization in titles, headings,

and subheadings; and in Canadian
spelling
Strategies and
processes:reading strategies,
oral language strategies
metacognitive strategies,
writing processes

Teacher Questions and Related Concepts:

-What big questions and concepts will facilitate student understanding?
How can you tell the story of your genius?
Concepts:
COPS and SWAT for editing and revision

Subject: Art Education

What Curriculum Will Be Addressed? How Are You Monitoring Student Progress?

Engaging in creative expression Summative:

Understand and experiences expands -How will students demonstrate their understanding of
Big Ideas peoples sense of identity and the Big Idea?
belonging. -What evidence will we look for?
o Artists experiment in a
variety of ways to discover
new possibilities and Creative component of genius project
perspectives
o Elaborations: people who
create works in any of the
arts disciplines (e.g.,
dancers, actors, musicians,
visual artists); also means
the students themselves
o Dance, drama, music and
visual arts are each unique
languages for creating and
communicating.
Elaborations: the art itself is a
form of communication

Create artistic works Formative Formative Assessments:

Do Curricular collaboratively and as an Learning -How will you evaluate student
Competencies individual using ideas inspired Engagements: learning?
and Content by imagination, inquiry, -What are some How will students share their
experimentation, and learning understanding to receive feedback,
purposeful play experiences you revise and improve?
THE GENIUS PROJECT 20

o Elaborations: learning that wish to include in

uses real-life and/or this unit?
imaginary situations to Rubric for elements of
engage and challenge MI activities design/features of video, etc.
learners thinking. Through Engaging depending on form of art used
planned purposeful play, expose
students express their students Must demonstrate understanding of
natural curiosity while to some elements of art
exploring the world around different
them. It also provides a forms of Must convey/incorporate/illustrate
means for high-level art some aspect of chosen genius
reasoning and problem
solving in a variety of ways
Intentionally select artistic
elements, processes, materials,
movements, technologies,
tools, techniques, and
environments to express
meaning in their work
o Elaborations: characteristics
of dance, drama, music,
and visual arts
o Elaborations: refers to both
digital and non-digital
implements and the
processes that artists
employ in the creation of
art, in traditional and
experimental ways
o Exploring and
creating
Develop and refine ideas,
processes, and technical skills in
a variety of art forms to
improve the quality of artistic
creations
o Elaborations: mediums of
creative or artistic
expression, such as
painting, sculpture, plays,
improvisations, dances,
songs, and performances
o Reasoning and
reflecting
Experience, document,
 THE GENIUS PROJECT 21

perform, and share creative

works in a variety of ways
o Elaborations: activities that
help students reflect on
their learning and make
their learning visible (e.g.,
through drawing, painting,
journaling, taking pictures,
making video clips or
audio-recordings,
constructing new works,
compiling a portfolio)
o Communicating
and documenting

Elements and principles that

Know Core together create meaning in the
Competencies arts, including but not limited
to:
o dance: body, space,
dynamics, time,
relationships; form
(dance) and
movement principles
drama: character,
time, place, plot,
tension, mood and
focus
music: beat/pulse,
metre, duration,
rhythm, tempo, pitch,
timbre, dynamics,
form (music), texture
visual arts: elements of
design: line, shape,
space, texture, colour,
form (visual arts),
value;principles of
design: balance,
pattern, repetition,
contrast, emphasis,
rhythm, unity, variety

Teacher Questions and Related Concepts:

-What big questions and concepts will facilitate student
 THE GENIUS PROJECT 22

understanding?
What is the best way to encapsulate your genius?
What would your genius think of your art?
Concepts: elements of art and design

Subject: Career Education

What Curriculum Will Be Addressed? How Are You Monitoring Student Progress?

Exploring our Summative:

Understand strengths and -How will students demonstrate their understanding of the
Big Ideas abilities can help Big Idea?
us identify our -What evidence will we look for?
goals.
Good learning and Journal reflections on MI activities
work habits
contribute to SMART Goals
short- and long-
term personal and
career success.

Identify and appreciate Formative Formative Assessments:

Do Curricular their personal attributes, Learning -How will you evaluate
Competencies skills, interests, and Engagements: student learning?
and Content accomplishments and their -What are some How will students share their
growth over time learning understanding to receive
Recognize the need for experiences you feedback, revise and improve?
others who can support wish to include in
their learning and personal this unit?
growth Epic I chart for core
Demonstrate respect for competencies (creatve
differences in the MI activities thinking, etc.)
classroom
Use innovative thinking Intelligence debate Self-reflections
when solving problems
Elaborations: original, Mindset activities Journal entries
creative; taking an existing
idea and making it better Goal setting Class meetings
Set realistic short- and
longer-term learning goals, Self reflection FBA if necessary for individual
define a path, and monitor students
progress Social Emotional
Make connections between Learning activities: Informal observation
effective work habits and RULER
success approach/Zones of
 THE GENIUS PROJECT 23

Demonstrate safe regulation, read

behaviours in a variety of alouds
environments
Social
Personal Development: Responsibility:
Know Core goal-setting strategies, problem- cleaning up the
Competencies solving and decision-making school, virtues
strategies, emergent leadership project
skills
Elaborations: Examples: SRL: feedback
o Review and identify the loop? (Must learn
steps required to help more about this)
achieve short-term and Class code of
long-term goals conduct
o S.M.A.R.T. goals
(Specific, Measurable,
Attainable, Realistic,
and Timely)
Elaborations: communication,
motivation, direction, support,
initiative, etc.
o Connections to Community
o cultural and social awareness

o generational roles and

responsibilities

o safety hazards and rules at

school, at home, and in the
community

o Elaborations: achieved by
exploring self-identity,
acknowledging cultural
differences, honouring
indigenous traditions, etc.

Teacher Questions and Related Concepts:

-What big questions and concepts will facilitate student understanding?
How are you smart?
Concepts:
Everyone has strengths and stretches
Learning about ourselves makes us better learners
The is value in being kind, safe, and respectful

Extending the Unit

 THE GENIUS PROJECT 24

Student Inquiry (voice and questions) Cross Curricular Opportunities

-Record a range of student initiated inquiries -What opportunities are there for developing transdisciplinary
(brainstorming, wonder-wall, journal questions, etc.) skills?
Research skillssocial studies and science
Writing skills and reading comprehension skills: all subjects

-What opportunity is there to embed Aboriginal perspectives into
this unit?
Explore First Nations Principles of Learning
Respect for earth and nature

Teacher Shared Reflection (After the unit discussion)
How Did it Go? Where To Next?

Assess the outcome of the unit by providing evidence Notes, plans and ideas for next time
of student understanding of the big idea (action in or
outside the classroom)

Resources
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/CommunicationCompetencyProfiles.pdf
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/CreativeThinkingCompetencyProfiles.pdf
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/CriticalThinkingCompetencyProfiles.pdf
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/PPCICompetencyProfiles.pdf
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/PersonalAwarenessResponsibilityCompetencyPro
files.pdf
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/SocialResponsibilityCompetencyProfiles.pdf
http://www.discoveryeducation.com/teachers/free-lesson-plans/multiple-intelligences.cfm
http://www.scholastic.com/teachers/article/clip-save-checklist-learning-activities-connect-multiple-intelligences
https://printables.scholastic.com/shop/prcontent/Multiple-Intellgence-Questionnaire/9780439590204-001
http://www.mysuperbrain.com/panorama MI online challenge
The Epic I Chart